Professional Documents
Culture Documents
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Forth Level: The latest product of sensory integration is the academic skills. These include
complex motor skills, organizing focus, organizing behavior, specialization of both sides of
the body and the brain, visualizing an event, developing self-identity and self-control. These
skills develop in time. Reaching the age of six, the childs brain is sufficiently proficient for
such skills. Proficiency refers to the brain attaining greater efficiency in special functions
while being potent and purposeful. In this level, the childs eyes and ears stand as primary
teachers. Also, the child has organized the ability to distinguish concerning the touching
sense.
Proprioceptive, vestibular and touching senses assist the development of motor
coordination. In this period, the child can jump, run and play games with friends. The child
can also button up, pull zipper and may use on hand more than the other. The child can also
copy shapes and symbols using a pencil, may visualize past and future situations (for
instance; we played football last night; I will have a bath tonight). Social skills are also
developed in this period. The child can share ideas or toys with other people. Sensory
integration is continually organized and structured throughout the life. When faced with
exotic situations, the child learns to adapt and cope through sensible ways. The child holds
positive feelings for him/herself and is ready for school attendance (Fisher & Murray, 1991;
Kranowitz, 1998; Bahr, 2001).
Brain may receive sensory signals consistently, but cannot establish the appropriate
connection necessary to respond to other sensory signals.
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Autism,
Difficulty in learning,
Articulation disorders,
Visual problems,
Nutrition problems,
Sleeping disorders,
Allergies.
Sensory have to function cooperatively. It is crucial that the brain receives balanced and
systematic information (a well-balanced diet). Brain feeds on the functioning of many
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sensories. Dr. Ayres points to three important body-based sensory systems. These are tactile,
vestibular and deep (proprioceptive) sensories. These sensories convey important tasks for
the healthy development of a child. The functions of these sensories can be divided into
three categories;
1. Proprioceptive sense: It is the processing of the information concerning the body position
and body parts. It contains information relating to movement positions received from
the muscles, joints and bonds. Proprioceptive stimulants are followed by motor
response such as stimulation or inhibition.
2. Surface sense: Information of touch, heat, pressure and pain is seized by receptors
localized in the skin. Information concerning surface sense is transmitted to
corresponding areas of the central nervous system.
3. Cortical sense: An example for the cortical sense is the ability to recognize 3D objects by
touching (stereognosis). If the child has developed stereognosis, he/she can figure out
the surface shape, size or solidity of an object (Kayihan, 1989; Royeen & Lane, 1991;
Kranowitz, 1998).
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problems (Attwood, 1993; Piggot & Anderson, 1993; Kavon & McLaughlin, 1995; Bettison,
1996; Hughes, 1996; ONeill & Jones, 1997; Duchan, 1998; Grandin, 1998; Huebner & Emery,
1998; Koegel et al., 1998; Gresham et al., 1999; Mudford et al., 2000; Anonim, 2003; Fazlioglu,
2003).
4.2 Visual problems
Some autistic individuals experience severe visual disorder. Most of autistic individuals,
who cannot speak, may pretend not to see in different environments. Visual problems are
caused by visual disharmony and color separation disorder. These individuals experience
difficulty in spotting objects with darker colors. In addition, they may not be able to
recognize shadows. Their vision may be compared to a TV with static. They also experience
problems in perceiving visual signals. In autistic children, eyes and retina usually function
properly. These individuals can succeed in visual evaluation tests. Their problem results
from the failure to transmit visual input to the brain (Attwood, 1993; Grandin, 1996a; Senju
et al., 2003).
Although children with autism do not look at human face and many objects in their
environment, it is known that they may view moving, rotating or shiny objects for long
times. It is observed that some are irritated by light and feel more comfortable in dark
rooms. It is also known that some autistic children may cover their ears when encountering
light and covering eyes in the presence of high levels of noise. Visual problems in autistic
children manifest as weak eye contact, sideway looking, blinking and light irritability
(McConachie & Moore, 1992; Wainwright-Sharp & Brayson, 1996; Mitchell, 1997; Case-Smith
& Miller, 1999).
Research conducted on controlling attention when executing an action shows that autistic
children have limited skills in utilizing information received from the stimulants as well as
focusing on a single determinant in selecting a stimulant. A number of researches conducted
over the issue of over-selectivity revealed that mental age in autistic individuals is
influential in the ability to select a stimulant from a specific distance. Autistic individuals
can focus attention on a single, narrow area by distinguishing only one attribute of the
stimulant in the process of determining the color and form of the stimulant in the space.
This attribute is called tunnel vision in autistic children. In relation with this, it is
prominent that failure to focus attention on a single subject and inability to focus quickly on
a new subject are observed effects of this disorder (Rincover & Ducharme, 1986; Martineau
et al., 1992; Waterhouse et al., 1996; Belmonte, 2000).
4.3 Tactile sensory problems
Tactile system is a necessary skill in daily life which ensures protection from danger and
distinguishing the differences between the objects. The first of these skills is the touch sense.
Normal child learns tactile individuation on the basis of how environmental elements feel.
The child begins to recognize the world by feeling the warm touch of the mother, lightly
grown firm beard of the father and the sound of pebble stones when walking. Children with
sensory integration disorders experience difficulty in focusing on the varying attributes of
people and objects as well as distinguishing between them. These children avoid touching to
the point that it is possible. Since their palms are over-sensitive, they tend to inflect their
fingers. Although they want to touch objects to learn, they cannot distinguish between their
visuals. Thus, these children cannot develop fine senses since they cannot attain experience
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through tactile sensory. Movement and touching are the first teachers for a child. If the child
is having problems with tactile sense, it may not be possible for them to learn through
touching. Most of these problems affect the childs academic success and language
development (Kranowitz, 1998).
Tactile senses allow the child to subconsciously realize body parts and their interactions
with each others. The child will develop fine body awareness when tactile senses are
functioning properly. Acquisition of body awareness will allow the child for easy and
intentional movement. The child will know what the situation is about, as well as what
he/she should do about it. In cases where the disorder manifests, the child will undergo
various difficulties. For instance; the child may have difficulty directing limbs when getting
dressed (Kranowitz, 1998).
Motor planning is a prerequisite for all the new movement abilities. The child will plan
his/her movements with an intentional effort, will learn to successfully perform the move
through continuous practice. Therefore, the childs tactile sensory is integrated. For instance,
the child may feel the gymnastic ladder through hands and feet and may successfully climb
it. The more objects the child discovers and touches, the better he will fare in executing
different body movements, motor planning and motor skills. Attaining proficiency in a
motor skill enables new experiments. For instance, after successfully climbing the ladder the
child may use this skill for climbing and skinning down a tree. Children who are vulnerable
tactile sense may experience dyspraxia. Dyspraxia is one of the sensory processing disorders
caused by inability to coordinately execute movements. These children may not be able to
execute the movement or will experience difficulty in organizing or planning the movement.
Thus, they tend to avoid activities necessitating motor planning. Children with tactile
disorder may develop gross motor skills late. They may also fail to learn movements and
play purposeful games (Kranowitz, 1998).
Children will also experience difficulty in using simple tools (such as scissors, paint brush,
fork and spoon). They also have difficulty in developing independent life skills (such as
spilling food when eating). In addition, these children may have articulation issues. Since
they have not matured linguistic skills, they experience insufficiency of fine motor control in
the tongue and lips. Consequently, they tend to use signs rather than words (Kranowitz,
1998).
Tactile system accommodates an important role in the development of perception. Visual
perception is the brain interpreting what is seen. The child will save the attributes and
correlations of objects into his/her memory by touching. Therefore, most of the experience
concerning tactile sense is also related to visual perception. When the child is unable to
receive tactile stimulants, the brain cannot feed on basic information concerning the sense of
touching, therefore experiencing difficulty in analyzing and interpreting tactile senses.
Tactile system is highly influential in childs learning skills in the school. Most objects in the
world need to be hand operated (such as art materials, rhythm instruments, chalk, pencil).
Tactile experience constitutes the foundation of the childs lifetime knowledge formation
and guides the acquisition of new skills. Since they will avoid touching senses, children with
tactile system disorder may experience difficulty in learning new skills (Kranowitz, 1998).
Tactile senses are essential in organizing relations with other people. It forms the foundation
of the formation of the bond between the mother and child, touching others and enjoying
being touched. When we are close to people, we learn how to communicate, how to play
and how each individuals character differs from one another. Therefore, we can develop
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meaningful relationships. If the child has tactile vulnerability, he/she may not respond to
physical connection appropriately. Children with tactile system experience problems in
socializing. They may send negative signals to the environment and fail to establish
friendship. Thus, the child will prefer to be alone (Parush et al., 1997; Kranowitz, 1998,
Halker, 2001).
Tactile system disorder occurs when signals received through the skin are not sufficiently
processed in the central nervous system. Children with tactile disorder may refrain from
touching objects and people or being touched. These children cannot realize the difference
between dangerous and pleasing situations. They may also have difficulty in distinguishing
the physical attributes of objects. Children with tactile system deficiency may manifest one
or more problems concerning tactile sense integration (Royeen & Lane, 1991; Kranowitz,
1998; Bahr, 2001).
Normally developing infant will react to the mothers touch or speech in form of voice or
smile. In later months, the baby will lift arms to be cuddled. The baby enjoys engaging in
human relations. However, autistic children reacting to being touched or cuddled refuse
physical connection and avoid having relations with the environment. Although autistic
children may provide various reactions to the sensory stimulants in their environment; it is
revealed that they tend to use tactile and olfaction senses when recognizing a new object. It
is observed that these children may hold, smell and sometimes bite or lick an unrecognized
object to learn about it. Some autistic children enjoy touching, while others prefer to be
touched. In some cases however, the child may strongly refrain from both. For some
children, the mildest touch is enough to be scared. These children may be scared by soft
touches while showing no reaction to painful situations. This kind of case is caused by a
disorder in the bodys self-anaesthetizing system which is called opiate system. Some
autistic individuals may strongly refrain from self-care activities such as hair cut, washing
face, nail clipping along with wearing braided cloths (Grandin, 1996b; Kientz & Dunn, 1997;
Korkmaz, 2000a).
4.4 Vestibular systemic problems
Vestibular system provides information about the individuals head and body location as well
as their relation in the space. This system receives sensory signals from joints, eyes and body
concerning movement and balance. These signals are sent to the central nervous system to be
used. Vestibular system also provides information about whether the individual is moving or
stable, movements of the objects and their relation to the body as well as the direction and
speed of the individuals movement. Vestibular signal receptors are located in vestibular in the
inner ear. These receptors record each movement and the changes in the position of the head.
These receptors are stimulated by movement and gravity.
Dr. Ayres states that the gravity has a universal power in life and plays an important role in
every movement. Receptors concerning gravity are responsible for a variety of tasks such as
retaining stance, ensuring the reception of movements so as to enable sufficient movement
and evading hazards by perceiving vibrations in the air. Vestibular and auditory senses
contain movement and acoustic vibrations. Vestibular system is a consolidative system.
Activities related to this system form a basis for other experience. If the vestibular system is
not functioning properly, problems may present in the interpretation of other senses.
Vestibular disorder occurs when the signals from the inner ear are not sufficiently perceived
by the brain. Children with vestibular disorder are inefficient in integrating information
concerning movement, gravity, balance and space. These children are oversensitive or
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insensitive to movement. They may also present both cases. These children may not develop
postural response, may never crawl, or may be delayed from learning to walk. They may
collapse on their seat and their head may fall on the hands when seated. In kindergarten
activities, they will be clumsy, uncoordinated and gawky. They often fall down when
walking, will hit the furniture and collapse when moving. Also, their eye movement is
affected by the insufficiency of the vestibular system. In accordance they may experience
visual problems. For instance, they may be inefficient in focusing sight on a moving object.
These children may not develop the brain functions requisite for moving the eyes sideways.
In line with this, reading issues may be observed.
Vestibular disorder may also cause difficulty in understanding a language. Linguistic issues
may lead to problems in communication and learning to write and read. Children with
vestibular vulnerability cannot calm down. The reason for this is the failure in the childs
brain in utilizing vestibular signals properly. Children with vestibular systemic disorder
experience a variety of problems concerning the integration of sensories (Fisher, 1991;
Kranowitz, 1998; Bahr, 2001). These children;
1. May be oversensitive to movement. This case can manifest itself in two ways;
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Vestibular system is essential in processing the hearing. Children with vestibular disorder
commonly present language development problems. These children may experience
difficulty in recognizing the differences and similarities of words. They also have problems
listening or following the instructions of the teacher. They may have drawbacks asking or
answering questions. After developing movement skills, they begin to speak but cannot
present a fine speech craft. When balance, movement and motor planning skills are
organized, language and speech craft also draw attention (Fisher & Murray, 1991;
Manijiviona & Prior, 1995; Kranowitz, 1998; Bahr, 2001).
Vestibular system is greatly influential in processing the visual input. Observing the
environment, moving around and active participation to sensory experience practices are
necessary to attain visual-spatial processing skills. Children with vestibular disorder may
experience problems with visual spatial processing skills alongside basic visual motor skills
since the brain cannot efficiently integrate the signals received from the eyes and body. For
instance, they may confuse or mistype the words when reading or writing. They may also
confuse symbols when doing mathematics (like writing + instead of x). The movements
of people and object around him/her may restrain the child. The child may experience
difficulty in activities like climbing a ladder, finding jig-saw pieces, sticking stars on a paper
or picturing an event. The child may fail to find the way to school cafeteria or may run in the
wrong direction when playing basketball. The child acts like lost in the space (Hughes, 1996;
Kranowitz, 1998).
Vestibular system also plays an important role in motor planning. Motor planning (praxis),
is conceptualization, organization and realization of complex and unrecognized movements.
Adapting behaviors for learning new skills may be challenging for the child with vestibular
disorder. For instance, these children can skate, but cannot ice-skate. If the central nervous
system cannot sufficiently process signals concerning balance and movement, brain cannot
figure out how to act in these conditions. Therefore, the child cannot learn the new skills for
planning (Reiss & Havercamp, 1997; Rogers et al., 2003).
Vestibular system also influences the childs emotional confidence acquisition. Every child
possesses emotional confidence from birth. However, children with vestibular disorder
cannot feel this confidence after birth. These children suffer from gravitational insecurity in
connection with hyper or hyposensitivity and cannot organize most of their lives. These
children may have lower self-respect, and can experience difficulties in completing even the
simplest work (Kranowitz, 1998; Bahr, 2001).
Vestibular system is related to the perception of the signals concerning the changes in the
heads movement and position. Inner ear structure (semi-circular channel) upholds the task
of perceiving these signals. People live unaware of the existence of this system as well as the
signals it creates. However, motor coordination, eye movements and body stance require
this system to function properly (Halker, 2001). Children with vestibular function disorder
demonstrate insufficient motor planning (praxis). Autistic children also present certain
movement disorders. Some autistic children have difficulty in accomplishing actions like
climbing, standing on one foot, walking a straight line and jumping. These children may
also experience difficulties in repeating an action consecutively, starting or ending the action
on their own.
These disorders can vary in complex and simple movements (like flawy facial impression or
body dangling). Variant movement disorders are determined for autistic individuals. These
disorders can be categorized as follows;
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1.
Motor function disorders: Flexion dystonia, strained flexion in the hip and body, bizarre
body posture, gnashing, making a grimace arbitrarily, anti-social facial impression, lack
of eye contact, involuntary motor twitches, dyskinesia, motor stereotypes, vocal and
verbal twitches, keeping arms stable when walking and other joint movement deficits
can be evaluated in this category.
2. Intentional movement disorders: Slow moving, weakness in spontaneous movements,
motor planning difficulties, consecutively repetitive spontaneous actions, examining
objects by smelling, touching or tasting, walking disorders (walking slow, on tiptoes, on
heel or by jumping) are in this category.
3. Comprehensive behavior and activity disorders: Catatonic movements, oversensitivity to
environmental changes, aggression, hyperkinesis (hyperactivity), actions that include
explosives and violence, indisposition to physical contact and interaction, suddenly
stopping when performing an action, mutism (inability to speak), lack of ability to
imitate, inability to start a movement on their own and negativism can be included in
this group (Leary & Hill, 1996).
Autistic children usually provide disoriented responses to vestibular stimulants. These
children generally experience visual and vestibular coordination difficulties. It is believed
that vestibular systemic disorders can be related to problems in focusing or gravitating
towards visual stimulants. Sensory information input disorders (modulation) are considered
the first symptoms of autism. Communication and language disorders in social interactions
stem from the difficulty in balancing the sensory output. These children frequently tend to
engage in stereotypic actions to regulate sensory system (Case-Smith & Brayn, 1999;
Korkmaz, 2000b).
Leo Kanner states that autistic children demonstrate normal motor development. These
children show no abnormalities in physical appearance, but show variations in motor skill
development in comparison to the contemporary. Research indicates that autistic children
demonstrate difficulties in motor functions such as balance and movement, slow moving in
later periods, decrease in stance consistency and oral motor disorders (Jansiewicz et al., 2006;
Minshew et al., 2004; Page & Boucher, 1998) to distinguish from (Ozonoff et al. 2008).
However, researches comparing autistic children with other groups in terms of intelligence
development deficiency show no difference with respect to motor skills. Reids (1985) study
determined no difference between autistic and retarded children in terms of actions like
catching, jumping, hurling, running and balance. In a recent study conducted on 21-41
month old autistic children and retarded children defined no difference between the groups
in terms of object manipulation, perception and visual motor integration (Provost et al.,
2006). Similarly, Rogers et al. found no differentiation between 2- year old autistic children
and typical and atypical groups consistent in development in terms of fine motor
development and motor planning. (Rogers et al., 2003).
Although autistic children appear capable of developing numerous physical skills in time,
some skills may develop very late. Motor skill development in autistic children is usually
close to their chronologic age. These children may especially experience difficulties in
executing an action in line with an instruction and consecutively. For instance; their lack in
fine motor skills like paper cutting and putting cubes into a box are significant. Motor
problems observed in autistic children are related to motor coordination problems. It is also
expressed that their motor readiness levels for executing an action are low in comparison to
the contemporary (Berninger & Rutberg, 1992; Attwood, 1998; Ryoichiro et al., 2000;
Beversdorf et al., 2001).
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as sitting and standing up. Children who are experiencing problems with this system may
have difficulty in adjusting their posture during daily activities. Proprioceptive system is
also essential in developing emotional confidence mechanism. Children with such disorders
can develop insufficient self awareness. Consequently, the child will lack the emotional
confidence (Kranowitz, 1998).
Proprioceptive disorder is usually accompanied by tactile and vestibular system disorders.
Children with proprioceptive disorder have difficulty in interpreting perceptions
concerning the position and movements of head, arms and legs. These children receive
common instinctual perceptions insufficiently. Since they have problems with fine and gross
motor muscle control and motor planning, their body awareness and body position
perception are also insufficient. These children may be very clumsy. They may attack
everyone and everything. They may cause conflicts when walking on a street, having bath
or playing in the garden. They also experience difficulties in managing objects. When
gripping an object, they apply excessive or insufficient pressure (For instance, they oftly
break pencil leads and their toys). They also have problems carrying a heavy object (For
instance; they have difficulty when carrying a bucket). Since they lack fine body awareness,
they need to follow their own body movements with eyes. They cannot complete even the
simplest actions like directing the body when getting dressed, buttoning up or pulling the
zipper without visual assistance. Since they lack fine postural balance, they may be afraid to
move within an area. Each new movement and position may startle them, consecutively
causing emotional insecurity (Kranowitz, 1998; Bahr, 2001).
Proprioceptive system constitutes joint, muscle and body awareness. Autistic children
usually experience insufficiencies in fine and gross muscle skills. These skills are disorders
that are included in the proprioceptive system. Most autistic children do not recognize their
body position in the space. Consecutively, they may be relieved by jumping on the
trampoline and riding on a swing. Some children may enjoy massage and deep pressure.
These activities may assist in motivating and reorganizing the child before learning new
skills (Halker, 2001).
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sensory perception deficiencies on motor skills and the level of sensory integration
development must be determined. This evaluation will provide necessary information about
the child. This will ensure information about whether the child needs this kind of treatment,
or on which course he/she will need intensified therapy. Evaluation should include the
following courses;
Visual perception
Bilateral coordination
Motor planning.
When it is understood that the childs problems can be explained using sensory integration
theory and setting special targets, treatment can be initiated. Some children may
demonstrate a lack of enthusiasm for participating in activities within the treatment course.
Others may orally express reluctance to engage in an activity. Activity may be boring or too
simple for the child. Therefore, the first course of action must be investigating the reason for
the childs lack of motivation. If the planned activity is difficult for the child, it must be
adjusted for his/her skill level. If the child thinks the activity is difficult even if it is not,
he/she must be encouraged. While encouraging, the child must never be forced. If the
underlying cause of the childs lack of motivation is hypersensitivity, the child must be
given time to calm down.
Another important issue in the treatment is when to conclude the activity. If the child is
participating in an activity that helps the child to attain adaptive skills, the activity should
be sustained. The therapist should follow the childs guidance in decision-making.
In correcting problems about tactile system, the first action must be to determine whether
the child is hypersensitive or hyposensitive. Consecutively, activities that can solve the
problems should be selected. Examples for these activities can be; massage, hugging,
pressuring, brushing or scrubbing the legs, hands and back as well as books that encourage
touching, sand, beans, rice game, salt ceramics, drawing different figures using shave foam,
rolling on different surfaces, playing with blowing toys, drinking juice using pipette and
chewing. Through these activities, the childs hypersensitivity or hyposensitivity can be
curbed. Therefore, the child can achieve different tactile experiences (Kranowitz, 1998).
Autistic children with vestibular systemic problems may demonstrate motor planning and
motor coordination problems. The child must be evaluated to determine these problems.
Subsequent to the evaluation, appropriate activities should be selected. Activities like
standing on one foot, walking the balance plank, swinging on the balance plank and riding
on a swing can be provided for the child to improve balance sensation. In addition, the child
can be encouraged to extend his/her experience by imposing activities like straight walking,
variant walking imitations, somersaulting and climbing. Sensory vulnerability can be
treated through providence of different experiences. Therefore, the childs needs must be
determined in order to plan the program correspondingly (Kranowitz, 1998).
Autistic individuals with proprioceptive vulnerability may demonstrate problems like
postural dysregulation, frequent falling, failing to adjust limbs when getting dressed and
inability to carry heavy objects. The child must be supported with activities to improve
proprioceptive system so as to overcome these problems. Examples for these activities can
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be; riding the magic carpet, weight lifting (weights attached to hands, ankles and back) rope
skipping, jumping on the trampoline, walking with a wheelbarrow, crawling games and
dragrope game (Kranowitz, 1998).
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Activity: Trainer sits down in the sand pool with the child in face to face position.
Trainer shows an object to the child (such as toy car or cube). Then, the trainer hides
the object in the sand and asks the child to find the object, encourages the child to
find it. At first, the trainer finds the object and shows it to the child. Then, the object is
placed in the same spot and the child is asked to find it. Trainer may hold the childs
hand to pluck out the object. After attaining the ability to pluck out the object from
the sand, the object is placed in different spots and the child is asked to find it. At
first, the object is partially hidden so that the child can easily find it. Once the child
independently finds the object, the number of objects hidden in the sand is gradually
increased up to five.
Material: Heat tablets, water with different heat levels.
6. Activity: Trainer sits down with the child in face to face position. Plastic bottles of water
with different temperatures (cold, warm, hot) are placed in front of the child. Trainer
accompanies the child in touching bottles with different temperatures. Then, water with
different temperature is placed in large cups. Accompanying the child, the trainer dives
limbs inside the water cups with different temperatures. The trainer encourages the
child orally and physically to touch the water. Then, the trainer places heat tablets with
varying temperatures on the table and encourages the child to look at the tablets. While
supporting the child physically, trainer touches the tables with different temperatures
along with the child in order to improve touching behavior.
GOAL: Developing fine motor skills.
Expected Behavioral Gain:
1. Imitating fine motor movements.
2. Imitating objects and movements.
3. Forming shapes using blocks.
4. Stringing beads.
5. Using the scissors.
6. Placing screws on the board.
7. Copying symbols.
1. Activity: Trainer sits on a chair facing the child. Trainer sets an example by performing
the action the child is expected to imitate. Then the child is given do it command
(clapping, opening and closing hands, tipping with index fingers). If the child cannot
perform the action, the trainer should provide physical assistance (for instance; helping
the child to clap by holding his/her hands). Trainer gradually decreases the physical
assistance to the child. The training is sustained until the child can independently
perform the instructed action.
Material: Bell, blocks, bucket.
2. Activity: Trainer sits on a table with the child in face to face position. Two identical
objects are placed on the table (e.g. two bells). Trainer takes one of the bells to ring it
when the child is paying attention to the trainer, then asks the child to perform the
same action. Trainer provides the child with You do it command. If the child cannot
perform the action, the trainer should hold his/her hand to help doing it. Then, the
action is performed repeatedly. Trainer should gradually reduce the assistance. In
follow up, the trainer should direct the child to practice with different objects in a
similar course of action (e.g. placing blocks in a bucket).
Material: Two triangles, two cylinders, blocks.
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3.
Activity: Trainer sits on a table with the child in face to face position. Similar blocks are
placed on the table (e.g. two triangles, two cylinders). Trainer constructs a structure
using blocks. Then the child is instructed to do the same using the block sets. While
constructing structures using the blocks, physical guidance is provided to the child. In
the first phase of the practice, one block at a time is placed (For instance; five blocks are
placed on the table to the childs right). One block is brought to the middle of the table.
The child is asked to select the same block and put it in the middle of the table. Trainer
places different shapes of blocks and asks the child to imitate the same structure.
Material: Beads and strings.
4. Activity: Trainer sits on a table with the child in face to face position. Varying sizes of
beads and strings with varying thickness are placed on the table. Training starts with
big sized beads. Trainer sets an example for the child by stringing a big sized bead, then
asks the child to do the same. Trainer holds the string and assists the child to place the
beads by holding the childs hand. Then the bead and the string are given to the child. If
the child cannot perform the stringing, physical assistance should be provided. Practice
continues with different types of beads.
Material: Scissors and papers.
5. Activity: Trainer sits on a table with the child in face to face position. Trainer takes the
scissors and sets an example for the child on how to use it, then encourages the child to
do the same. When the child attains the ability to use the scissors, trainer helps the child
practice using the scissors on cardboards or papers. When the child is able to use the
scissors independently, the trainer instructs the child to practice straight, round, square
and photo cuttings. During the practice, the child is instructed with do it like this
command. The child is encouraged with oral and physical hints to perform the cutting.
The childs actions are rewarded.
Material: Different sizes of screws and a board.
6. Activity: Trainer sits in front of the board alongside the child. Trainer takes a screw and
places on the board, then gives the screw to the child and commands you do it. The
child is encouraged to perform the action. Then, the child is supported to place different
sizes and numbers of screws on the board. When the child attains the ability to place
different sizes of screws on the board, the trainer instructs the child to practice in forming
patterns using the screws on the board. It is important to use big sized screws at first.
Material: Paper, shaving foam, finger paint and colored pastels.
7. Activity: Trainer places the drawing materials on the table where the child can see them.
Using large papers, drawing practice begins. The child is encouraged to copy different
patterns, digits and letters using different materials (such as working with finger paint,
shaving foam and sand). Physical support should be provided as the child practices
drawing and the childs drawings should be rewarded. Visual tips (e.g. dots) should be
used to make the drawings easier to see. Later, the dots are removed and the child
instructed to perform the correct drawing after seeing the example. The child should be
encouraged to draw by holding his/her hand or giving instructions like top-down or
left-to-right. Trainer practices with the child on drawing lines from simple to complex
(such as horizontal drawing, vertical drawing, plus shape drawing, x shape drawing,
writing letters on a straight line, drawing digits, drawing figures, drawing a childs
face, drawing flowers, cars, a home, a labyrinth and human figures). Training is
sustained until the child can draw the lines independently.
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